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The purpose of this paper is to develop a quantitative risk assessment method for agricultural products cold chain logistics to assess the condition of the fresh agricultural products cold chain process objectively and accurately.

A risk assessment index system of agricultural products cold chain logistics is designed on the basis of the risk identification for the process of agricultural products cold chain logistics. This paper first uses catastrophe progression method and a new maximum deviation method to build an improved catastrophe progression assessment model for agricultural products cold chain logistics. In order to verify the reliability and validity of the model, two representative enterprises are selected as the case in the study.

The results in the empirical research indicate strong support for the assessment model and coincide with the reality. The risk assessment index system can also reflect the key risk factors from agricultural products cold chain logistics scientifically. In addition, the improved catastrophe progression assessment method proposed in this paper can be scientific and reasonable to predict risk.

This paper contributes to provide a new risk assessment model for agricultural products cold chain logistics. The new model overcomes the limitation of subjective empowerment and it increases the objectivity and scientificity in the process of cold chain logistics risk assessment. This paper also shows that practitioners involved in the field of products cold chain logistics can manage the potential risk by a set of scientific methods for assessing the risk before the accident.

The paper provides a practical guideline to practitioners, especially for cold chain logistics managers, relevant management departments, and cold chain logistics management consultants. It is proved that the new risk assessment method and the risk assessment index system of agricultural products cold chain logistics can help them assess the risk scientifically and reasonably.

Although the calculation is simple, the new model can overcome the limitation of subjective empowerment scientifically and reasonably, and thus has important practical value.

Ride comfort is one of the important factors affecting passenger health. Therefore, the elevator industry usually uses the International Organization for Standardization (ISO) 18738-1 standard to evaluate elevator ride quality and optimize elevator design. However, this method has certain limitations in its evaluation of comfort due to the problem of boundary division. The ISO 2631-4 standard is used as a general method of comfort evaluation in the current rail transit system, but it has not been applied in the elevator industry. In order to explore the difference and connection between the two standards, the author aims to conduct a detailed analysis on this.

Based on the elevator internet, a large amount of measured data of normal and abnormal vibration of elevator car were collected and analyzed and preprocessed; based on ISO 18738-1:2012 standard and ISO 2631-4:2001 standard, the differences of ride comfort assessment methods in the two standards were analyzed, and the ride comfort assessment study of elevator under normal and abnormal vibration conditions was carried out.

The experimental results show that the comfort assessment results of ISO 2631-4:2001 standard and ISO18738-1:2012 standard are consistent under two vibration conditions. At the same time, ISO 2631-4:2001 can not only provide a more accurate quantitative description of comfort, but also roughly determine the comfort interval of each vibration, which can provide theoretical reference for elevator vibration classification and car comfort design.

The authors designed an Internet of Things (IOT)-based elevator vibration signal acquisition method to address the shortcomings of the previous elevator ride comfort assessment methods, which can realize the dynamic assessment of elevator ride comfort; by comparing the assessment results of elevator ride comfort under normal vibration and abnormal vibration, the feasibility of ISO 2631-4:2001 for elevator ride comfort assessment was fully verified. In addition, the experimental results also give the influence of abnormal vibration on elevator riding comfort under the stages of start-stop, uniform speed, acceleration and deceleration, which can provide theoretical support for elevator vibration suppression and comfort transformation.

Industry and academia around the world stress the importance of professional skills (also known as soft skills, generic skills, or transferable skills) so it is necessary to be able to assess students’ attainment of these skills. An innovative method was developed in the USA for assessment of these skills in an engineering program (Ater Kranov, Hauser, Olsen, & Girardeau, 2008); this method was based around student discussion of an open-ended, unresolved, discipline-related problem, held face-to-face and subsequently analyzed using a rubric. In the research project described here, the method was adapted for the United Arab Emirates by writing appropriate scenarios for computing students, by modifying the rubric and by running the discussion on an online discussion board. The primary aims were to determine the feasibility of adapting the method and to examine its suitability. The results of the study showed that the method can be adapted and employed very successfully with UAE students. This paper presents the method, its adaptation and implementation, and the results obtained.

The purpose of this paper is to demonstrate that common method variance, specifically single-source bias, threatens the validity of a university-created student assessment of instructor instrument, suggesting that decisions made from these assessments are inherently flawed or skewed. Single-source bias leads to generalizations about assessments that might influence the ability of raters to separate multiple behaviors of an instructor.

Exploratory factor analysis, nested confirmatory factor analysis and within-and-between analysis are used to assess a university-developed, proprietary student assessment of instructor instrument to determine whether a hypothesized factor structure is identifiable. The instrument was developed over a three-year period by a university-mandated committee.

Findings suggest that common method variance, specifically single-source bias, resulted in the inability to identify hypothesized constructs statistically. Additional information is needed to identify valid instruments and an effective collection method for assessment.

Institutions are not guaranteed valid or useful instruments even if they invest significant time and resources to produce one. Without accurate instrumentation, there is insufficient information to assess constructs for teaching excellence. More valid measurement criteria can result from using multiple methods, altering collection times and educating students to distinguish multiple traits and behaviors of individual instructors more accurately.

This paper documents the three-year development of a university-wide student assessment of instructor instrument and carries development through to examining the psychometric properties and appropriateness of using this instrument to evaluate instructors.

Consumers increasingly rely on organisations for online services and data storage while these same institutions seek to digitise the information assets they hold to create economic value. Cybersecurity failures arising from malicious or accidental actions can lead to significant reputational and financial loss which organisations must guard against. Despite having some critical weaknesses, qualitative cybersecurity risk analysis is widely used in developing cybersecurity plans. This research explores these weaknesses, considers how quantitative methods might address the constraints and seeks the insights and recommendations of leading cybersecurity practitioners on the use of qualitative and quantitative cyber risk assessment methods.

The study is based upon a literature review and thematic analysis of in-depth qualitative interviews with 16 senior cybersecurity practitioners representing financial services and advisory companies from across the world.

While most organisations continue to rely on qualitative methods for cybersecurity risk assessment, some are also actively using quantitative approaches to enhance their cybersecurity planning efforts. The primary recommendation of this paper is that organisations should adopt both a qualitative and quantitative cyber risk assessment approach.

This work provides the first insight into how senior practitioners are using and combining qualitative and quantitative cybersecurity risk assessment, and highlights the need for in-depth comparisons of these two different approaches.

Although student-centered learning (SCL) has been encouraged for decades in higher education, to what level instructors are practicing SCL strategies remains in question. The purpose of this paper is to investigate a university faculty’s understanding and perceptions of SCL, along with current instructional practices in Qatar.

A mixed-method research design was employed including quantitative data from a survey of faculty reporting their current instructional practices and qualitative data on how these instructors define SCL and perceive their current practices via interviews with 12 instructors. Participants of the study are mainly from science, technology, engineering and mathematics (STEM) field.

Study results show that these instructors have rather inclusive definitions of SCL, which range from lectures to student interactions via problem-based teamwork. However, a gap between the instructors’ perceptions and their actual practices was identified. Although student activities are generally perceived as effective teaching strategies, the interactions observed were mainly in the form of student–content or student-teacher, while student–student interactions were limited. Prevailing assessment methods are summative, while formative assessment is rarely practiced. Faculty attributed this lack of alignment between how SCL could and should be practiced and the reality to external factors, including students’ lack of maturity and motivation due to the Middle Eastern culture, and institutional constraints such as class time and size.

The study is limited in a few ways. First regarding methodological justification the data methods chosen in this study were mainly focused on the faculty’s self-reporting. Second the limited number of participants restricts this study’s generalizability because the survey was administered in a volunteer-based manner and the limited number of interview participants makes it difficult to establish clear patterns. Third, researching faculty members raises concerns in the given context wherein extensive faculty assessments are regularly conducted.

A list of recommendations is provided here as inspiration for institutional support and faculty development activities. First, faculty need deep understanding of SCL through experiences as learners so that they can become true believers and implementers. Second, autonomy is needed for faculty to adopt appropriate assessment methods that are aligned with their pedagogical objectives and delivery methods. Input on how faculty can adapt instructional innovation to tailor it to the local context is very important for its long-term effectiveness (Hora and Ferrare, 2014). Third, an inclusive approach to faculty evaluation by encouraging faculty from STEM backgrounds to be engaged in research on their instructional practice will not only sustain the practice of innovative pedagogy but will also enrich the research profiles of STEM faculty and their institutes.

The faculty’s understanding and perceptions of implementing student-centered approaches were closely linked to their prior experiences – experiencing SCL as a learner may better shape the understanding and guide the practice of SCL as an instructor.

SCL is not a new topic; however, the reality of its practice is constrained to certain social and cultural contexts. This study contributes with original and valuable insights into the gap between ideology and reality in implementation of SCL in a Middle Eastern context.

The article makes a conceptual contribution to the substantiation of the foundations in personnel management for the development and decision-making in personnel assessment based on the biographical method.

When substantiating the scientific direction, a comparative analysis, a comparison of the theoretical provisions of leadership and the methodology of personnel assessment, a critical appraisal of the assessment centre and biographical method were used.

Modern science contains information about effective leadership and few grounds for objective selection for leadership positions. Why do some individuals become leaders in the churches, while others become leaders of business corporations? The accepted assessment tools allow obtaining information about the candidate, but do not have a scientific basis for making a decision about leadership in recruiting. Biographical psychology brings together leadership theories and assessment tools; it allows to establish a connection between developmental psychology, social, applied and organizational psychology and provides the integration of various directions in science. It allows a deeper understanding of the relationship between a person's biographical facts and his/her suitability in the profession to justify the reasons for leadership, as well as the grounds for selection for managerial positions.

Substantiation of biographical psychology will allow in the future to legitimize the conduct of such studies, to come closer to the truth in the selection for leadership and not only positions, to understand the connection between the biography of leader and organizational culture. Biographical psychology will contribute to the creation of scientific basis for recruiting. To consider biographical factors more significantly (gender, age, sexual orientation, differences in personal development, and not just executive experience in the resume), this will reduce the economic costs of introducing and supporting costly procedures in organizations, as well as increasing the objectivity of the assessment and selection of personnel in organizations.

This study aims to report the design, development and evaluation of a digital quality assurance application aimed at improving and ensuring the quality of assessment programmes in higher education.

The application was developed using a design-based research (DBR) methodology. The application’s design was informed by a literature search and needs assessment of quality assurance stakeholders to ensure compliance with daily practices and accreditation requirements. Stakeholders from three study programmes evaluated the application.

As part of the development of the application, module- and programme-level dashboards were created to provide an overview of the programme’s outcomes, assessment methods, assessment metrics, self-evaluated quality indicators and assessment documents. The application was evaluated by stakeholders at the module and programme levels. Overall, the results indicated that the dashboards aided them in gaining insight into the assessment programme and its alignment with underlying assessments.

Visualisation of the assessment programme’s structure and content identifies gaps and opportunities for improvement, which can be used to initiate a dialogue and further actions to improve assessment quality.

The application developed facilitates a cyclical and transparent assessment quality assurance procedure that is continuously available to various stakeholders in quality assurance.

The purpose of this paper is to increase productivity through smart maintenance planning by including productivity as one of the objectives of the maintenance organization. Therefore, the goals of the paper are to investigate existing machine criticality assessment and identify components of the criticality assessment tool to increase productivity.

An embedded multiple case study research design was adopted in this paper. Six different cases were chosen from six different production sites operated by three multi-national manufacturing companies. Data collection was carried out in the form of interviews, focus groups and archival records. More than one source of data was collected in each of the cases. The cases included different production layouts such as machining, assembly and foundry, which ensured data variety.

The main finding of the paper is a deeper understanding of how manufacturing companies assess machine criticality and plan maintenance activities. The empirical findings showed that there is a lack of trust regarding existing criticality assessment tools. As a result, necessary changes within the maintenance organizations in order to increase productivity were identified. These are technological advancements, i.e. a dynamic and data-driven approach and organizational changes, i.e. approaching with a systems perspective when performing maintenance prioritization.

Machine criticality assessment studies are rare, especially empirical research. The originality of this paper lies in the empirical research conducted on smart maintenance planning for productivity improvement. In addition, identifying the components for machine criticality assessment is equally important for research and industries to efficient planning of maintenance activities.